CONTENT PEDAGOGY FOR MTB-MLE
Education
(AS10 ECE 9)
Mother Tounge-Based Multilingual Education
(MTB-MLE) programs serve learnersof non-
dominant languagecommunities who do
notunderstand or speak the language of
instruction when they begintheir formal
education.
BASIC TERMINOLOGIES
Mother tongue – means one’s native
language, the language learned by children
and passed from one generation to the next.
Language – is the expression of ideas by
means of speech-sounds combined into
words.
L1 – 1st Language
L2 – 2nd Language
Bilingual – the use of two languages.
Multilingual – the use of two or more
langues.
Diversity – the inclusion of different types of
people in a group.
Literacy – the ability to read and write.
What is Language?
-A system of conventional spoken, manual,
or written symbols by means of which
human beings, as members of a social
group and participants in its culture,
express themselves.
-Language is the foundation of every
culture.
-It is an abstract system of word meaning
and symbols for all aspects of culture.
Language includes:
 Speech
 Symbols
 Written characters
 Gestures
 Numerals
 Expressions of non- verbal
communication
-According to SAPIR- WHORE HYPOTHESIS
language does more than simply describe
reality, it also serves to shape the reality of a
culture.
UNESCO’s Principles on Language And
-Developing a writing system for a hitherto
unwritten language often has an
educational purpose – whether to record
and transmit local history and knowledge to
the next generation, to use the language in
formal schooling, or to facilitate adult
literacy acquisition.
The educational use of a language depends,
except in the most informal settings, on a
written form which can be employed in
learning.
UNESCO’s Three (3) Principles Of Education
In Multilingual World Principle
1: UNESCO supports mother tongue
instruction as a means of improving
educational quality by building upon the
knowledge and experience of the learners
and teachers.
Principle 2: UNESCO supports bilingual
and/or multilingual education at all levels of
education as a means of promoting both
social and gender equality and as a key
element on linguistically diverse societies.
Principle 3: UNESCO supports language as
an essential component of intercultural
education in order to encourage
understanding between different
population groups and ensure respect to
fundamental rights.
MOTHER TONGUE BASED- MULTILINGUAL
EDUCATION
MLE refers to “first-language-first”
education, that is schooling which begins in
the mother tongue and transitions to
additional languages.
-MLE is the use of more than two languages
for literacy and instruction. It starts from
where the learners are, and from what they
already know.
This means learning to read and write in
their first language or L1, and also teaching
subjects like mathematics, science, health,
and social studies in the L1.
 PURPOSE OF MTB-MLE “Strong Bridge” An essential difference
between MLE programs and rural “mother
- To develop appropriate cognitive and
tongue education” programs is the inclusion
reasoning skills enabling children to operate
of a guided transition from learning through
equally in different languages – starting in
the mother tongue to learning through
the mother tongue with transition to
another tongue.
Filipino and then English and to preserve
the Philippine cultural treasure as well. STAGES OF AN MLE PROGRAM

The languages considered by DepEd in its A widespread understanding of MLE

MTB-MLE implementation Programs suggests that instruction takes
place in the following stages.
1. Iloko
1. Stage I – Learning takes place entirely in
2. Pangasinan
the child’s home language.
3. Kapampangan
2. Stage II – Building fluency in the mother
4. Tagalog tongue. Introduction of oral L2.

5. Bikol 3. Stage III – Building oral fluency in L2.

Introduction of literacy in L2.
6. Waray
4. Stage IV – Using both L1 and L2 for life
7. Hiligaynon long learning.
8. Cebuano When will children start learning Filipino
and English?
9. Meranao
-As they develop a strong foundation in
10. Chavacano
their L1, children are gradually introduced
11. Maguindanaon to the official languages, Filipino and
English, as a separate subjects, first orally,
12. Tausug
then in the written form.
Why teaching mother tongue as a subject
The most important features of this
in school important?
process are that:
- It will preserve our country’s cultural
1. Education begins with what the learners
treasure.
already know, building on the language and
-Provides learners with a strong educational culture, language and experience that they
foundation in the first language in terms of bring with them when they start school.
instruction.
2. Learners gradually gain confidence in
- It is a stepping stone in achieving the aims using the new (official) language, before it
of education as well as the goal of becomes the only language for teaching
functional literacy. academic subjects; and

TYPICAL MLE PROGRAMS 3. Learners achieve grade level competence

“Strong Foundation” Research shows that
children whose early education is in the
language of their home tend to do better in
the later years of their education (Thomas
and Collier, 1997).
in each subject because teachers use their
own language, along with the official school
language to help them understand the
academic concepts.
 Does MLE only involve changing the
language of instruction and translating the
materials into the local languages?
MLE is an innovative approach to learning.
a.The development of good curricula.
b.The training of good teachers in the
required languages, content and
methodology.
c.The production of good teaching
materials.
d.The empowerment of the community.
WHAT KIND OF LEARNERS DOES MLE
INTEND TO PRODUCE?
MLE aims to produce learners who are:
a) Multi-literate -They can read and write
competently in the local language, the
national language, and one or more
languages of wider communication such as
English.
b) Multilingual -They can use these
languages in various situations and
interactions for learning in school.
c) Multi-cultural -They can live and work
harmoniously with people of cultural
backgrounds that are different from their
own, they are comfortable living and
working with people from outside their
community while maintaining their love and
respect for their home culture and
community.
What specific weaknesses in the Philippine
educational system does MLE seek to
address?
-MLE seeks to specifically address the high
functional illiteracy of Filipinos where
language plays a significant factor.
Why use the other tongue or the L1 in
school?
- One’s own language enables a child to
express him/herself easily, as there is no
fear of making mistakes.
- MLE encourages active participation by
children in the learning process because
they understand what is being discussed
and what is being asked of them.
- Children can immediately use the L1 to
construct and explain their world, articulate
their thoughts and add new concepts to
what they already know.
children already know their language. Why
still learn it in school?
-What we and our children know is the
conversational language in their everyday
variety used for daily interaction.
Success in school depends on the academic
and intellectualized language needed to
discuss more abstract concepts.
According to studies, it takes one to three
years to learn the institutional language,
but four to seven years to master the
academic language under well resourced
conditions.
Are local languages capable of being used as
languages of instruction?
- Definitely yes. As far back as 1925, during
the American colonial period, the Monroe
Commission already recommended the use
of the local languages in the education.
What do Philippine Stakeholders say about
MLE?
-Department of Education (DepEd)
-National Economic and Development
Authority (NEDA)
-Philippine Business for Education (PBED)
- Department of Foreign Affairs (DFA) and
UNESCO Philippines
- Linguistic Society of Philippines (LSP)
IMPORTANT TO REMEMBER
-The use of MTB-MLE should result to
children who are multilingual, multicultural,
and multi literate and children who are
confident and capable in the languages to
maintain their love and respect for their
linguistic and cultural heritage.
The importance of mother tongue the mother
tongue is important to
 personal identity development
 culture identity
 successful multilingualism learning
 educational performance
 emotional and mental growth
 the ability to learn to read
 language development
What is the MLE?
-MLE is the use of more than two languages
for literacy and instruction.
-Learning to read and write in the L1 and
teaching content subjects in the L1
L1+L2
What DepEd order supports MLE
implementation?
DO No. 74, s. 2009: Institutionalizing
Mother Tongue Based-Multilingual
Education (MTB-MLE)
UNESCO Meeting of Specialists on the
Vernacular Language in Education (1951)
"It is axiomatic that the best medium for
teaching a child is his mother tongue"
(UNESCO, 1953:11)
Hague Recommendations Regarding the
Education Rights of National Minorities
International Convention on the Elimination
of All forms of Racial Discrimination (1965)
The Unesco Convention against
discrimination in education 2960
Monroe Commission : Recommended the
use of local languages in education
1957- local languages media of instruction
for Grades 1 and 2: abolished in 1974 for
BEP
Regional Lingua Franca (RLF) Pilot Project
16 regions, 32 schools (Tagalog Cebuano,
focano)
Implementation of the Bilingual
Grade 1-5: Pilipino
Grade 1-5: Vernacular
Grade 5: Plipino
Grade 5-6: Pilipino and English are subjects
in school
1973
MOI for Elementary Level
Grade 12
Vernacular Language
Paping and English as school subjects
Grade 3 English with Piping as school
subject ( no more vernacular)
Revised Bilingual Education Policy
English and Pilipino as MOI in all levels
(DECS Order No. 25)
Vernacular Languages Auxillary Languages
Why have a Mother Tongue subject?
-A Mother Tongue subject is the venue for
developing the BICS and CALP of the
students.
-It also serves as a platform for developing
pupils' local or cultural identity
Theoretical Philosophical Foundations of
Mother Tongue
MTB-MLE Implementation
-The implementation of the MTB-MLE
which started school year 2012-2013 is
based on the Department Order No. 16,
series 2012.
-It shall be implemented in all public and
private schools, specifically in kindergarten,
Grades 1, 2 and 3 as part of K to 12 Basic
Education Program that supports the goal
of "Every Child-A- Reader and A- Writer by
Grade One".
-MTB-MLE implementation is endorsed by
President Benigno Simeon Aquino III.
-One of his famous quotes is, "Speak English
to connect, to the world speak Filipino to
connect to your countrymen and speak
your Mother Tongue to connect to your
heritage".
-Mother Tongue Based-Multilingual
Education is education, formal or non
formal, in which the children's mother
tongue and the national language(s) are
used in the classroom.
-Children begin their education in a
language they understand, their mother
tongue, and develop a strong foundation in.
their mother language.
Purpose of MTB-MLE
-Develop appropriate cognitive and
reasoning skills enabling children to operate
equally in different languages starting in the
mother tongue with transition to Filipino
and English.
MTB-MLE is a structured program of
language learning and cognitive
development providing:
-A strong education foundation in the first
language
- Successful bridging to one or more
additional languages
-Enabling the use of both/all languages for
life-long learning.
-MTB-MLE is based in the child's own
known environment and bridges to the
wider world.
-Multilingual Education maintains local
language and culture while providing
state/national language acquisition and
instruction. It promotes learners'
integration into the national society without
forcing them to sacrifice their linguistic and
cultural heritage.
Mother Tongue Based-Multi Lingual
Education (MTB-MLE): Its Learning
Theories
The Developmental Learning Theory by
Jean Piaget, a Swiss Scientist(1896-1980)
-noticed that children learn by passing
through a consistent series of stages in
cognitive development
The Schema Theory by R.C. Anderson,
-a respected educational psychologist
organized knowledge as an elaborate
network of abstract mental structures
which represent ones. understanding of the
world
-an explanation of how readers use prior
knowledge to comprehend and learn from
text.
The Social Learning Theory_by Albert
Bandura
-asked the question, "How are societies so
successful in transmitting their ideas of
what is good and bad behavior, of what is
valued, and of what skills are most
important?"
The Socio-Cultural Learning Theory by Lev
Vygotsky, a Russian psychologist (1896-
1934)
-states that everything is learned twice: first
socially (that is, with the help of other
human beings), then privately
(internalized). All knowledge is socially
constructed; that is, all learning is group
learning.
This program will not hinder the learners to
learn the second language instead it will be
a concrete initiative for a strong knowledge
formation for children to undertake
discovery and exploration by themselves on
other languages.
On the part of the teacher, it may take
additional effort to implement the program
because the teacher serves as the facilitator
in providing opportunities for the children.
He needs to also communicate, interact and
express his thoughts with confidence in a
manner that is comprehensible by
everybody.
Legal Bases:
DepED Order No. 74, s. 2009
-Institutionalizing Mother Tongue-Based
Multilingual Education (MTB-MLE)
1987 Constitution (Article XIV Sec 7)
-For purposes of communication and
instruction, the official languages of the
Philippines are Filipino and, until otherwise
provided by law, English. The regional
languages are the auxiliary official
languages in the regions and shall serve as
auxiliary media of instruction therein.
1987 Constitution (Article XXVIII Sec 30)
-It shall use the child's first language as the
medium of instruction.
-The child has the right to an education and
to learn and use the language of his family.
RA 8980 ECCD Law (Sec 5a)
-It shall use the child's first language as the
medium of instruction.
RA 9155 or EFA
-Education for all should enable everyone to
speak in the vernacular, Filipino and English.
-BESRA (Basic Education Sector Reform
Agenda) KRT 3
-All persons beyond school-age regardless
of their level of schooling should acquire
the essential competence to be considered
functionally literate in their mother tongue,
in Filipino or in English.
Salient Features of MTB-MLE Curriculum
Four Aspects of Development
- Language Development
-Cognitive Development
-Academic Development
-Socio-Cultural Development
Language Development
-Students will establish a strong educational
foundation in the language they know best
-They will build a good bridge to the school
language(s), and
-They will be prepared to use both / all of
their languages for success in school and for
life-long learning.
Cognitive Development
-Cognitive development begins at home at
birth.
-School activities will engage learners to
move well beyond the basic questions of
who, what, when and where to cover all
higher order thinking skills in the learners
L1, their language of thought.
These higher order thinking skills will
- transfer to the other languages once
enough Filipino or English has been
acquired to use these skills in thinking and
articulating thought, and
-be used in the process of acquiring English
and Filipino more effectively
Academic development
-Students will achieve academic
competencies in each subject area and, at
the end of the program
-they will be prepared to enter and achieve
well in the mainstream education system.
Social-cultural development
-Students will be proud of their heritage
language and culture, and respect the
languages and cultures of others
-they will be prepared, to contribute
productively to their own community and to
the larger society.
The END RESULT
-Multilingual
-Multi-literate
-Multi-cultural